CeiED - Centro de Estudos Interdisciplinares em Educação e Desenvolvimento

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http://hdl.handle.net/10437/11407

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Educação e Democracia: Paulo Freire, movimentos sociais e reforma educativa
(Edições Universitárias Lusófonas, 2002-05) Torres, Carlos Alberto; O'Cadiz, Maria del Pilar; Wong, Pia Lindquist
Como todas as obras, também edição portuguesa de Educação e Democracia. Paulo Freire, movimentos sociais e a reforma educativa, de Carlos Alberto Torres, Maria del Pilar O’Cadiz e Pia Lindquist Wong, tem uma história. Seguindo uma boa prática existente na Universidade Lusófona de Humanidades e Tecnologias, de Lisboa, a nóvel área das Ciências de Educação decidiu proceder a organização periódica de um colóquio científico que permitisse aos seus estudantes, docentes e investigadores o contacto com os trabalhos e as interrogações de investigadores e académicos de outras universidades, portuguesas e estrangeiras, sob uma temática específica. Para o primeiro Colóquio, realizado em Março de 2000, decidiu-se associar os nomes e a obra de dois dos maiores pedagogos da língua portuguesa, Paulo Freire e Rui Grácio, para uma reflexão sobre os caminhos da educação e sobre a possibilidade de uma acção emancipatória no campo educativo.
Os manuais liceais de ciências da 1.ª República
(Edições Universitárias Lusófonas, 2010) Cavadas, Bento; Guimarães, Fernando
A 1.ª República foi palco de uma multiplicidade de alterações e intenções educativas que tentaram influenciar o modo de ensino vigente. Os manuais escolares, devido a serem uma importante fonte do conhecimento científico e pedagógico, revestem-se como objectos de estudo significativos sobre o ambiente educativo dessa altura. Este trabalho visa dar um contributo para o campo da análise manualística, ao apresentar os dados bibliográficos, as características físicas e modo de organização dos manuais escolares mais relevantes destinados ao ensino liceal das ciências durante a 1.ª República. Nesse período destacaram-se indubitavelmente as obras para o ensino liceal da Zoologia, elaboradas por Aires, e para o ensino liceal de Botânica, redigidas por Coutinho, cujos manuais deram um contributo essencial para o ensino das ciências da época.
As teorias da origem das espécies nos manuais escolares portugueses de Ciências Naturais (1905-1959)
(Departamento de Educação da Faculdade de Ciências da Universidade de Lisboa, 2010) Cavadas, Bento
O ensino das teorias da origem das espécies no sistema de ensino liceal português ainda não está completamente esclarecido. Esta investigação visou contribuir para essa clarificação, ao mostrar o modo como os autores dos manuais de Ciências Naturais destinados ao ensino liceal, fizeram essa transposição, no período compreendido entre 1905 e 1959. Para tal, estudaram-se as perspectivas e as teorias da origem das espécies, os mecanismos e as provas do evolucionismo que apresentaram. Os resultados mostraram que a tipologia diversificada de mecanismos e de provas de evolução que transpuseram, evidencia que a argumentação em prol do evolucionismo continuou a dominar o discurso dos autores dos manuais desse período. Contudo, concorreram nesses manuais diversas explicações para a evolução das espécies, como o lamarckismo, o neolamarckismo, o darwinismo, o neodarwinismo, a ortogénese, o mutacionismo e o transformismo teísta. The teaching of the origin of species theories in the Portuguese secondary education hasn’t been completely clear yet. This investigation aimed to contribute to this clarification, showing the way the authors of secondary schools science textbooks, did that transposition, from 1905 to 1959. Therefore, there were studied the perspectives and the origin of species theories, the mechanisms and proves of evolutionism that they had presented. The results showed that the diverse typology of mechanisms and proves of evolution they had transposed, showed that the argumentation in favor of the evolutionism continued to domain the discourse of school textbooks authors from this period. However, there were many explanations in these textbooks for the evolution of species, such as Lamarckism, neoLamarckism, Darwinism, neoDarwinism, Orthogenesis, Mutationism and Theistic Evolutionism.
The Pedagogical Congresses of Portuguese Secondary Teaching : the participation of female teachers (1927-1928)
(Universidade Lusófona :Instituto de Ciências da Educação, 2011) Cavadas, Bento; Mimoso, Anabela
This paper was written within the context of the research project “The development of teacher’ associative organizations and unionism (1889-1990)” funded by the Fundação para a Ciência e Tecnologia (Foundation for Science and Technology). Five important congresses about secondary education were organized in Portugal between 1927 and 1931. These congresses served to claim the rights of teachers and the consolidation of the class, as well as to promote the discussion of scientific and pedagogical problems. In these congresses, the presence of female teachers was residual. However, the few teachers who participated had a significant contribution to the definition of secondary education during the following decades. Among other issues, it contributed to the discussion of female education and to analyze the importance of Biology and Physical Education in high schools. This paper presents the analysis of the minutes of the 1927s and 1928s Congresses. This analysis allowed the assessment of the important role played by a group of teachers to define, at the end of the first third of the 20th century, the future guidelines of Portuguese secondary education. It also reported that these teachers were pioneers who opened the way for the increasing number of teachers in secondary education during the 20th century.
Testemunhas de Bullying em Contexto Escolar
(2014) Carita, Ana; Macedo, Ana Cristina Linard
Potenciar intervenção educativa sustentada foi uma das motivações da pesquisa, que tomou como objeto principal o papel das testemunhas de bullying em contexto escolar. Foi objetivo principal identificar os papéis por elas adotados face ao bullying e a sua posição relativa, bem como a relação entre o papel e variáveis como clima escolar (tipo, frequência e gravidade do bullying), experiência prévia de bullying e emoções. Esperou-se que o clima escolar, se definido com elevada frequência de bullying, ao potenciar habituação, comprometesse a ajuda às vítimas (H1) e se reconhecido como danoso para estas gerasse igual resposta por parte das testemunhas (H2). Esperou-se, ainda, verificar relação positiva entre emoções como o medo e o prazer em observar e a não ajuda à vítima (H3, H4). Participaram na pesquisa 240 estudantes da 6ª à 9ª séries, de ambos os géneros, entre 11 e 16 anos, a maioria com experiência direta e diversificada de bullying. Frequentavam uma escola localizada num bairro periférico e problemático de uma cidade do nordeste brasileiro. Os principais resultados mostram (i) igual distribuição nos papéis observador e apoio à vítima e representação residual de apoio aberto ao agressor; (ii) não confirmação das H1 e H2; (iii) verificação parcial das H3 e H4: o medo apenas está ausente nos que ajudam o agressor; o prazer apenas está presente no mesmo grupo. Os resultados aconselham intervenções no continuum preventivo, multidimensionais (dimensões afetiva, moral, social e cívica), destinadas a toda a população estudantil e articuladas a ações interinstitucionais na escola toda e na e com a comunidade.
A Diversidade Cultural e a Economia Criativa nas cidades educadoras
(2017) Leite, Pedro Pereira
A relação entre a cultura e a economia tem constituído um campo fértil de discussão na academia e na sociedade. Deixem-me refletir brevemente sobre três factos: O lugar da cultura, o Desenvolvimento Sustentável e a Oportunidade Urbana. A última Convenção da Unesco, aprovada em 2005, com o titulo “Convenção para a Promoção e Proteção da Diversidade das Expressões Culturais” estabelece no seu artigo 13º a necessidade da “integração da cultura nas suas políticas de desenvolvimento sustentável”. Contudo, em 2015, a Assembleia das Nações Unidas, aprova a nova Agenda dos “Objetivos de Desenvolvimento Sustentável” (ODS), apoiada nos três pilares da economia, sociedade e ambiente. O lugar da cultura, por muitos defendido como o quarto pilar do Desenvolvimento Sustentável, ficou menorizado. Por outro lado, todos sabemos que o futuro da humanidade passa em grande medida pelas cidades. As aglomerações urbanas não só tem crescido exponencialmente, em número e em densidade, como se prevê, que num horizonte de 30 anos venham a albergar cerca de 60 % da população mundial. Estamos perante uma oportunidade e um imperativo de repensarmos as ações e as políticas urbanas. A cidade é um lugar de cultura e certamente não existiram cidades sustentáveis sem uma cultura ativa. Esta intervenção tem como objetivo refletir sobre como a partir das cidades o setor das atividades criativas ligadas à cultura pode contribuir para os Objetivos de Desenvolvimento Sustentável. Defendemos que as cidades educadoras são ou deverão ser também cidades criativas.
The Evolution of Teacher Training in Mozambique and the Contexts of its Emergence
(2017) Carita, Ana; Cau, Moisés Manuel; Mofate, Óscar Luís; Duarte, Rosa Serradas
Mozambique became an independent country from the Portuguese colonial regime in 1975, after ten years of armed struggle led by FRELIMO. Its legacy was a country with poorly developed natural resources, serious problems regarding the population’s sanitation and health, an extremely high illiteracy rate, very low qualification of human capital. There was a country to build, and this construction was willed within the framework of a socialist transformation of society. Despite the significance of the efforts and advances achieved, that construction was brutally hindered by a heavy civil war (1976-92), successive natural catastrophes, serious setbacks in the devised economic strategy. Apart from these difficulties, the exponential population growth encumbered the implementation of services capable of responding in such areas as health, education and population qualification, not only in the necessary numbers but also in quality. And this despite the fact that education, and therefore teacher recruitment and training, was considered one of the most powerful tools for the country’s promotion and development. This chapter aims to report on the teacher training strategies in the 1975-2014 period, highlighting the main landmarks of their evolution as well as their benefits and constraints, illuminating the geographic, economic, political and cultural contexts where they emerged, as well as the education system they are supposed to serve. To this effect, we resorted to documental research, based on bibliographic and empirical studies, legislation and official documents, and documents produced by international entities. It should be noted that there is little documentation and empirical research on some fields we would be interested in deepening, in particular information concerning the curricula of teacher training. The chapter is organized in three sections: Geographical, Demographical, Social, Economic, Political and Cultural Context; Educational System; and Teacher Training. In the 2 first section, the general context of training is analysed in its evolution along the dimensions stated in the heading. The second section is dedicated to describing and analysing the evolution of the formal education system, its goals and organization, population and challenges. The third section is dedicated to teacher training strategies, their evolution, objectives, access conditions, duration, institutions responsible for the programmes and challenges. The chapter ends with a concluding section, where the essential traits of the previous analyses are highlighted, and the increase in the number of teachers, the rise in their qualifications and the actual development of the teaching competencies are highlighted as the main challenges of teacher training.
Osteogénese imperfeita: o desafio de gerar e gerir facilitadores. Estudo de caso.
(Centro Universitário Moura Lacerda, 2017) Sanches, Isabel Rodrigues; Gil, Rita Isabel Lourenço
Este artigo é resultante de uma investigação realizada no âmbito do mestrado em Educação Especial, na Universidade Lusófona, Lisboa, Portugal. Tem como objeto de estudo a vivência de um indivíduo de 22 anos, com Osteogénese Imperfeita, doença crónica rara, caraterizada por fraturas frequentes dos ossos, espontâneas, comprometendo a mobilidade e a autonomia. Pretendemos compreender como um sujeito com Osteogénese Imperfeita consegue gerar e gerir facilitadores para realizar o seu projeto de vida, em termos pessoais, académicos e profissionais. Optou-se pela investigação qualitativa, numa abordagem de estudo de caso. Para a recolha de dados seleccionaram-se a pesquisa documental, a entrevista semidiretiva ao próprio, a familiares e amigos e a observação dos contextos em que se move. Partindo da revisão teórica e dos objetivos do estudo, a análise de conteúdo da informação recolhida fez emergir as categorias definidoras do seu percurso pessoal e socioeducativo. Identificaram-se estratégias e suportes que o ajudaram no seu percurso académico e a enfrentar a doença. A sua capacidade de resiliência, os suportes dos amigos e da família, através de estratégias de coping, e a ajuda de técnicos especializados possibilitaram-lhe uma performance equilibrada, com superação das dificuldades sentidas nas acessibilidades, no decorrer da sua vida escolar, social e familiar. O cruzamento dos dados permite afirmar que a Osteogénese Imperfeita lhe afeta a autonomia, porém não o impede de se integrar, na comunidade e na vida ativa. Com recurso às tecnologias de apoio, realiza projetos na área profissional e gere um negócio de turismo rural. Pode concluir-se que a Osteogénese Imperfeita, sendo uma doença incapacitante, não impossibilita o acesso a uma vida quase “normal”, desde que os contextos sejam facilitadores. A funcionalidade depende muito mais da interação que indivíduo e contextos conseguem desenvolver entre si do que da própria doença.
Healing or fleeing?: Reflecting on international protection and health challenges from three refugee pathways
(Pacini Editore, 2018) Ferreira, Ana Inês Aires Mesquita Vieira
The situation of contemporary refugees can be reflected as paradigmatic of the international efforts and challenges to provide universal access to human rights, namely the right to health. Yet, refugees’ experiences might denote meanings of health services that do not correspond to places where health care is provided. After acknowledging the protection principles of international asylum systems, three critical events are considered, as narrated by refugees while reflecting on their pathways from Ethiopia to Italy, passing through Libya, both before and after the completion of the asylum request procedure. These events, contextualized in health services’ settings, allow us to reflect on: health services as safer spaces and least regulated than detention facilities, and health care as a relatively important issue in contexts where freedom and survival are threatened; and health services as spaces of restricted healthcare and assistance in situations of limited freedom, such as in the EU refugee context of limited rights of mobility. This paper follows a human/health ecology approach, proposing a critical and intersected reading of protection and health issues, and suggests that efforts to recognize refugees’ right to health demands changes in the overall asylum system.
Árvore das Memórias - Laboratório de Pesquisa em Museologia
(2018) Leite, Pedro Pereira
Desenvolver epistemologias inovadoras para trabalhar com a complexidade e a mudança em comunidades sustentáveis e promover políticas publicas culturais para a diversidade cultural
The design of co-participation processes in public spaces in São Paulo as university extension project: The revitalization process of Dom Orione and Major Freire Squares
(Edições Universitárias Lusófonas, 2020) Sanches, Débora; Ortiz, Sérgio Ricardo Lessa
This work discusses the revitalisation process of Dom Orione Square and Major Freire Square, developed in a university extension project by architecture and urban planning students of Centro Universitário Belas Artes in São Paulo. The Dom Orione project was conducted jointly with Association Novolhar, which provides social inclusion to children and teenagers in need living near the square. Even without a proper playground, the square is used by children all through the week. At weekends a flea market takes place, with local vendors using improvised tents for selling antiquities. To better understand the children’s expectations, the students organised a design and sculpture workshop in which children could express, the changes they wanted in the square in a playful manner. Through the drawings and clay sculptures, the students were able to create a project that met the needs of the local population. In the Major Freire Square, the project was developed in partnership with the NGO "EU RESOLVO", taking also into account the needs of local residents. Due to its proximity to the São Judas subway station, Major Freire Square has a great potential for recreation activities. The students organised meetings with the local population to discuss their needs in order to create a project suited to the locals. It is believed that participatory processes are fundamental for the training of architects and urban planners sensitive to the real-life issues of the city. Consequently, the appropriation of public spaces by the population in general and by children and adolescents in particular, will be better understood and taken into account. In this way, discussing methodologies and development alternatives by participatory projects contributes to future public policies and to the development of responsive public spaces.
Public Spaces, spaces of public domain: Icons of a contemporary simulacrum ?
(Edições Universitárias Lusófonas, 2020) Alves, Manoel Rodrigues
The contemporary city is a result of plural connections between the historical matrix and the effects of global policies. Immersed in a flux of multiple contents, it seems to respond to an era of transition in which the sense of belonging to an urban space is profoundly tensioned by transformations in the cultural, social, technological and political dimensions of public space. On the one hand, contemporary urban territorialities bring new possibilities to issues related to urban morphology and fabric that are still mainly culturally determined; on the other, contemporary thinking confronts itself with the tendency of a global scenario where public life and contemporary culture are related to consumption and capital circulation. Although relations of belonging and attachment to the urban space may persist, the flow of global conditions seems to have an impact upon collective experience in the urban territory and in the production of public space. These are transformations that may lead not only to the instrumentalization of space but also to the reduction of its ‘public’ value. In the contemporary city we observe particular processes of functional and economic spatializations of the urban where public spaces are not conceived as spaces of a public realm. Noting that the intersection between past/present time-cultural flows should go beyond the (re)production of any new global paradigm of thematic urban configurations, we argue that the theoretical constructs of the contemporary public space, or spaces of public domain, must be representative not of a thematic ‘everywhere-nowhere’ urban environment, but rather of a public life urbanity, one built upon awareness and around political and civic issues.
Are urban living labs the new normal in co-creating places?
(Edições Universitárias Lusófonas, 2020) Bylund, Jonas; Riegler, Johannes; Wrangsten, Caroline
Placemaking with teenagers. Experiences driven from thematic workshops on urban planning
(Edições Universitárias Lusófonas, 2020) Almeida, Inês; Batista, Joana Solipa; Lourenço, Filipa
This chapter discusses topics of interest produced in the context of a pilot phase of thematic workshops on urban planning with teenagers in the Alvalade neighbourhood (Lisbon). The workshops were developed to encompass topics of interest relating to teenagers’ perceptions, representations and uses of space. Another focus was on perceptions and uses of Information and Communication Technology (ICT). Finally, the workshops tackled the opportunities for participation and civic engagement and teenagers’ contribution in the design and planning of public open spaces. On the one hand, this contribution reflects on how to engage teenagers in critically thinking about the city-making process. Along this line, it reflects on teenagers’ participation and placemaking and compares initial expectations of researchers with the emerging topics of interest arising within the workshops. But also, on the other hand, it ponders on how to promote in these students a more active civic participation. It is suggested that education for citizenship can be indirectly addressed and explored through the activities conducted within the urban planning workshops. And, through this, another goal can be achieved: empowering teenagers with tools and knowledge to become more active and engaged citizens. Even though this was not initially planned, and therefore no formal evaluation of such results was conducted, it leaves room for reflection in the present and for future work.
Use and appropriation as the everyday design of public space in the Bexiga Neighbourhood (São Paulo)
(Edições Universitárias Lusófonas, 2020) Gomes, Lucas Ariel; Pina, Silvia A. Mikami G.
Bexiga is a historic and popular neighbourhood in São Paulo, situated between the ‘old’ city centre and the well-known banking district of Avenida Paulista. The public spaces in Bexiga thrive, despite disinvestment and lack of formal urban design initiatives. While some authors attest an ongoing dereliction of duty by the city administration towards this traditional neighbourhood, others celebrate the relative preservation of Bexiga’s architectural and cultural heritage. It is between neglect and resistance as social spaces that Bexiga’s public spaces are shaped. This chapter explores the collective nature of everyday use and its role not only as creator of the neighbourhood’s public spaces but also as designer of these spaces, albeit in latent form, through processes of use and appropriation. This rather informal character is addressed from the perspective of historical-critical research on the collective construction and evolution of Bexiga’s public spaces. Such informality provides juxtapositions of past and present, as well as of change and continuity. Led by an empirical field research, this chapter analyses the construction of public space through use and appropriation. Findings reveal that the informal character of public space implies a more fluid spatiality and relies significantly on its temporality and its collective character. The dynamics of everyday design is the result of a range of organised and impromptu actions, in such a way that an organised event can endure unexpected uses in the surrounding areas, embodying a fluid public space. There is an underlying logic in the location of these spaces, close to housing and cultural hubs. It is the persistent everyday repetition of ephemeral acts of use and appropriation that creates and designs vibrant living public spaces in the neighbourhood. This creation plays an important role in the cultural preservation of Bexiga, acting as a reinforcement of its collective origins and character.
Cem Soldos, BONS SONS: quando uma aldeia em manifesto se transforma em festival
(CICS.NOVA - Centro Interdisciplinar de Ciências Sociais, 2020) Costa, Henrique Chaves; Ferreira, Ana Inês Aires Mesquita Vieira
Este festival destaca-se pelas suas práticas pró-ambientais em termos de alimentação, nomeadamente ao nível de oferta (refeições vegetarianas; alimentos Km0 — estratégia de produção local, justa, que respeita a diversidade genética e a qualidade dos produtos agroalimentares, procurando que as actividades de transformação e venda ao consumidor final sejam realizadas num raio de 50 km do seu local de origem), utensílios (pratos e talheres biodegradáveis, copos reutilizáveis) e compostagem (cozinhas e wc seca — recolha de palha para compostores e serradura para wc seca junto de produtores locais, a quem se devolvem os resíduos orgânicos alimentares), enquadradas numa visão ampla de sensibilização ambiental (vídeos temáticos, porta-beatas, redutores de caudal de água, reutilização de materiais, para além de todas as actividades formativas/participativas durante o ano na aldeia).
Producing collaborative public space - The Laboratory of Intervention in Architecture in situ / experiment
(Edições Universitárias Lusófonas, 2020) Ramalhete, Filipa
This chapter discusses the role of collaborative practices for the production of public spaces. The growing complexity of urban contexts, due to changes in the production model and in urban activities is a challenge for scholars, technicians and residents. In this context collaborative practices have been a common approach in urban interventions in the last decades. The text presents eight editions of the project Laboratory of Intervention in Architecture in situ/, from 2012 to 2018. It is a project of intervention in local public spaces with the partnerships of the Municipality of Almada and numerous local institutions, using collaborative practices as methodological approach. In situ/ is also a learning process, as it is coordinated by a research centre, and has a strong concern with the educational aspects of these living labs and with urban research. Different research themes have been addressed – such as informal neighbourhoods, old industrial areas or coastal environmental protection – but they all have a common ground: how can communities (be they academic, local or institutional) contribute to solve territorial problems in transitional urban contexts using public space as a mediation and negotiation tool? In situ/ projects aim to promote innovative teaching and learning experiences outside the academic context, in multidisciplinary and diverse social and cultural contexts, but also to investigate issues of the city in transition and intervene in real contexts of action, promoting diversified partnerships with local entities, designing and building solutions to the challenges of contemporary metropolitan contexts, thus contributing to improve the quality of life of the populations. Along the same lines, this chapter aims to present the laboratories’ methodological approach, focusing on the organizational aspects, the importance of all the actors involved and of the learning experience.
Exploring co-creation as a learning process to (re)think public space from a transformative perspective
(Edições Universitárias Lusófonas, 2020) Menezes, Marluci; Mateus, Diogo
This chapter explores the potential of co-creation for the planning of public open spaces that could be more attentive to different, unequal and diverse social ideas, needs and desires. Co-creation is discussed as an innovative opportunity for learning and (re)thinking urban planning. Exploring ideas, literature and experiences (from the European Project C3Places), the chapter discusses the role of co-creation for involving citizens in placemaking. This reflection addresses co-creation as a collective, contextual and engaged process of learning. From this perspective, co-creation is discussed as an open process of learning about predictable ideas in the relationship between socio-spatial imaginary, requirements, needs and urban design procedures from a transformative perspective.
Understanding co-creation within the public open space development process
(Edições Universitárias Lusófonas, 2020) Marušić, Barbara Goličnik; Erjavec, Ina Šuklje
Co-creation as an approach has gained increasing interest from both urban planning scholars and practitioners, since it gives an added value of inclusiveness and stakeholder integration into the planning process. To effectively use the co-creation approach for planning and successful establishment of public open spaces it is important to closely relate and adjust it to the different stages of the spatial development timeline. In the chapter, in-depth understanding of the relationship between co-creation activities and the spatial planning and development process of POS is presented with possible benefits as well as obstacles explained. The focus is on defining the comprehensive structure of interlinks and detailed explanation of supportive co-creation activities with the aim to give the useful background for mutual understanding between urban planning professionals and different stakeholders related to urban open space development for quality of life and environment.
Planning of public open spaces with digital tools. The example of the WAY CyberParks
(Edições Universitárias Lusófonas, 2020) Duarte, Tiago António Leal; Mateus, Diogo
The aim of this chapter is to discuss how digital technology can assist public open spaces’ planning processes. It is centred on the opportunities that digital technology offers to aid spatial planning, by introducing the monitoring tool WAY CyberParks, developed and tested within the CyberParks Project. This digital tool intends to increase information and knowledge about places in order to create more inclusive public spaces that correspond to the needs of their users. The digital tool, developed to monitor how people use public spaces and as an exchange interface between users and planners, increases the understanding of users’ needs and preferences. The challenge is to attract users to engage with the app during their visit to public spaces and define the number of users required to obtain a representative sample. One of the main objectives of this digital tool is to allow strong public participation, therefore users’ opinions should be representative. As a result, WAY CyberParks intends to be a tool to be used by planners in the co-creation of public spaces. The analysis of the tests of WAY CyberParks in Lisbon serves to demonstrate the features of this tool and the type of data gathered. This chapter makes an analysis of the strengths and weaknesses of this tool, and the advantages of using digital tools in the processes of planning and co-creating public open spaces.

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